Delhi's Education Revolution
Teachers, agency and inclusion
Kusha Anand and Marie Lall
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be the equal of private-school provision. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that AAP are delivering on that promise. But is this success reflected by experience in schools?
Revolution offers a critical
evaluation of the AAP’s education reforms by exploring policy and practice
through the eyes of one key group: the government-school teachers tasked with
making the AAP’s pledge a reality. Drawing on 110 research interviews conducted
via Zoom during the Covid pandemic in the summer of 2020, teachers explain how the
reforms have changed their profession and practice, and whether education really
has improved for children of all backgrounds. Analysis of views about critical
issues such as inclusion and the pressure of achievement targets in classrooms
that often contain more than 50 students, informs their observations about the
reform programme itself. The study paints a more qualified picture of success
than suggested elsewhere and makes a valuable contribution to the understanding
of education reforms in India, and most especially, in Delhi.
Kusha Anand is a Research Associate at IOE, UCL's Faculty of Education and Society.
Marie Lall is Professor of Education and South Asian Studies at the IOE, UCL's Faculty of Education and Society, and former UCL Pro Vice Provost for South Asia.
List of figures
List of abbreviations
1 Setting the scene
2 Education policy and politics in India and in Delhi
3 Teachers, training and capacity building: what do teachers want?
4 Teachers and the Delhi classroom: what has changed?
5 Teachers and inclusion: success for all?
6 Teachers and COVID-19: challenges of a pandemic
Epilogue: Was it a revolution?References
Format: Open Access PDF
B&W illustrations and B&W photo/halftones
Copyright: © 2022
Publication: September 15, 2022